Teacher Professional Development Evaluation Instruments

Additional Options

Research Experience for Teachers - Florida State University

Participating Teachers

Category	Construct	Method	Instrument
Knowledge
	Science Content	test	Assessing Teacher Learning About Science Teaching (ATLAST) Horizon Research
	Science Content	test	Diagnostic Teacher Assessments in Mathematics and Science ()
	Pedagogical Content Knowledge	reflection	Writing Prompts
	Science Content	test	Concept Mapping - Developed from identified state standards
Skills & Behaviors
	Classroom Practice	videotape
		observation	ESTEEM Science Classroom Observation Rubric
		interview	Inside the Classroom - Teacher Interview Protocol (INSIDE.pdf) (Horizon Reseearch)
		observation	Classroom Observation and Analytic Protocol (cop.pdf) (Horizon Research)
		observation	Reformed Teaching Observation Protocol (RTOP) (RTOPform_IN001.pdf)
		observation	Science Classroom Observation Rubric (SCOR)
		reflection	Science Teacher Inquiry Rubric (STIR.pdf) (Beerer & Bodzin, 2004)
		reflection	Teaching Perspectives Inventory (TPI) (Pratt & Collins)
	Classroom Materials	survey	Inquiry-based Materials Rubric (inquiry_activity_rubric.pdf) (Fitzgerald & Byers, 2002)
			Science Classroom Profile (SCP)
Beliefs & Dispositions
	Views of Inquiry	survey & discussion prompt	Inquiry Scenarios Survey (inquiry_scenarios.pdf)
	Views of Inquiry	interview	Teaching with Inquiry Interview (inquiry_interview.pdf)
	Self-Efficacy	survey	Science Teaching Efficacy Belief Instrument (STEBI.pdf) (Riggs & Enochs, 1990)
	school climate	survey	STAR Center Rubric (STAR.pdf)
	nature of science	survey	NOS-SI

Students

Category	Construct	Method	Instrument	Unit	Delivery	Time Frame
Knowledge
	Science Content	test	Assessing Teacher Learning About Science Teaching (ATLAST) Horizon Research	classroom	pre/post	instructional unit
	Learning	observation	Observing for Evidence of Learning (OEL) (OEL.doc)	classroom
	Science Content	concept mapping	same as teachers	student	pre/post	annual
	Learning	observation	Observing for Evidence of Learning (OEL) (OEL.doc)	classroom		annual
	Learning	Science Content	CRT sub scores	classroom	pre/post	annual
Skills & Behaviors
			Student Outcome Assessment Rubric (SOAR)
Beliefs & Dispositions
	Motivation	survey	Students’ Motivation Toward Science Learning (SMTSL) Survey (SMTSL.pdf) (Tuana, H., Chinb, C., & Shiehc, S., 2005)	student	pre/post	instructional unit
	Motivation SRL	survey	Motivated Strategies for Learning Questionnnaire (MSLQ) (MSLQ.pdf) (Garcia, et al, 1995)	student	pre/post	instructional unit
		survey	ESTEEM Student Outcome Assessment Rubric	student
			Belief About the Learning Environment (BALE) (Haney, et al, 2003
	school climate	survey		group

References

Beerer, K., & Bodzin, A. M. (2004, January 8-11). Promoting inquiry-based science instruction: The validation of the science teacher inquiry rubric (STIR). Paper presented at the Association for the Education of Teachers of Science (AETS), Nashville, TN. (beerer_2004.pdf)

Burry-Stock, J.A. (1995). Expert Science Teaching Evaluation Model (ESTEEM): Instruments . Kalamazoo, Michigan: Western Michigan University, Center for Research on Educational Accountability and Teacher Evaluation (CREATE).

Fitzgerald, M. A., & Byers, A. (2002). A rubric for selecting inquiry-based activities. Science Scope, September, 22-25. (ss0209_22.pdf)

Fletcher, C.L., Meyer, J.D., Barufaldi, J.P., Lee, E., Tinoca, L. and Bohman, T. (March, 2004). The Science Classroom Profile: Design, Development, and Use. Paper presented at the meeting of the National Association for Research in Science Teaching, Vancouver, Canada. (Fletcher_NARST_04.pdf)

Riggs, I., & Enochs, L. (1990). Toward the development of an elementary teacher’s science teaching efficacy belief instrument. Science Education, 74, 625-638.

Tuan, H.-L., Chin, C.-C., & Sheih, S.-H. (2005). The development of a questionnare to measure students' motivation towards science learning. International Journal of Science Education, 27(6), 639-654. (v50746v53k217238.pdf)